ETH202P

STUDY UNIT 3

Meta learning (SG p49)

Meta learning refers to the ability of the learner to
• plan

• execute

• monitor

• evaluate his/her own learning

• and develop an awareness of his mental process

• learner has to be aware of task demands –what is expected of him

• choice of learners to decide whether learning will take place

• and how it will be achieved

• learner need to be aware of own mental and cognitive abilities – learning styles and

learning skills

• learner must learn how to control the learning process

• if learner can implement meta learning learner will become an effective, independent,

lifelong learner.
Reflective teaching (SG p 51)
The critical examining of practices, principles and the forming of a teachers own interpretations
of everyday experiences
Elements of reflective teaching
• Cognitive element

o Focuses on teachers use of knowledge in planning/decision making

 Content knowledge

 Pedagogical method and theory

 Curriculum

 Characteristics of learners

 Teaching contexts

 Educational purposes/aims

• Critical element

o Focuses on teachers thinking – experiences, beliefs, sociopolitical values

o Reflect on the best means to reach an end – co-operative learning to achieve socialization of
learners

o Reflective action , critical theory – highlights teacher’s thinking about dilemmas of teaching
and social outcomes

• Teacher’s narratives

o Voices of teachers, questions they ask, interpretive frames teachers use to

understand/improve their classroom practice
 o Teachers interpretation of the context

o Give insight into what motivates teacher actions

o Provide detailed cases of teaching dilemmas/events

o Benefit is insight gained by teachers as a result of self-inquiry

Four factors that affect learning theory preferences:

• the level

• the characteristics

• the curriculum

• the teaching style

STUDY UNIT: 5

The role of objectives in teaching and learning

Advantages:
• Form basis for well-devised method of rational planning

• Encourage teachers to think and plan in detailed/specific terms

• Provide rational basis for evaluation/assessment

• Help teacher construct appropriate teaching strategies

Disadvantages:
• Can make process of planning rigid

• Can inhibit opportunist learning

• Do not help teachers with unpredicted classroom elements

• Strict adherence to objectives reduces the effectiveness of lesson design

• Over simplified objectives may be used to frequently